Benvenuti nel sito del progetto LIBE.

Non è detto che il surplus di informazioni disponibili nella società della conoscenza, su una varietà di dispositivi e in diversi formati multimediali, abbia di per sé un impatto positivo sull’apprendimento. Oltre alle competenze di base nell’uso delle tecnologie, la competenza digitale, ossia la capacità di recuperare informazioni in rete e di valutarne l’adeguatezza rispetto ai propri bisogni di istruzione, può costituire un elemento decisivo nel processo di apprendimento. Leggi tutto…



Here you will find the slides (in English and Italian language) presented at the LIBE Final event. 

Gabriella Agrusti (LUMSA) Valeria Damiani (ROMA TRE University), E-learning for transversal skills development: LIBE project results Agrusti-Damiani-ITA Agrusti-Damiani-ENG

Stephen Dobson, Brit Ragnhild Svoen, Anne Mette Bjørgen, (Lillehammer University of Applied Sciences), Developing and evaluating audio-visual learning objects – Scandinavian experiences Svoen-Bjørgen-Dobson-ITA Svoen-Bjørgen-Dobson-ENG

João Caramelo, Susana Coimbra, Marta Pinto (Porto University), From the framework to the users experience: an analysis from the Portuguese context Caramelo-Coimbra-Pinto-ITA Caramelo-Coimbra-Pinto-ENG

Discussant Floriana Falcinelli Di Matteo (University of Perugia) Falcinelli-ITA Falcinelli-ENG

Alexandra Poulovassilis, Konstantinos Karagkiozoglou (Birkbeck University), LIBE Virtual Learning Environment: design, development and future enhancement Karagkiozoglou-Magoulas-Poulovassilis-ITA Karagkiozoglou-Magoulas-Poulovassilis-ENG

Bernard Veldkamp (University of Twente), Psychometrics in LIBE Veldkamp-ITA Veldkamp-ENG

Francesco Agrusti (ROMA TRE University), Quality of the OERs: findings from the Focus Group analyses and further developments Fagrusti-ITA Fagrusti-ENG



“If you do not know something, Google® it”. In this well-known motto, whatever kind of information ap
pears to be undeniably at a hand. However, there is a subtle but sensible difference between surfing on the web casually but, thanks to serendipity, finding useful information, and looking for some piece of information intentionally, devoting time, effort, concentration to reach a specific goal. And it is not only a matter of staying focused, or being motivated to learn something or to learn to do something. It is a matter of knowing exactly what to ask for, and how to ask for it. A relevant lack in basic skills such as vocabulary, reading comprehension, logical reasoning and numeracy often represents an obstacle to a proficient use of the huge quantity of information available in the net.
LIBE project – Supporting Lifelong Learning with Inquiry Based Education, funded within the Lifelong Learning Programme by the European Commission (ref. no.: 543058-LLP-1-2013-1-IT- KA3-KA3MP), aims at offering young adults (16-24 years old) with low levels of education a set of personalized e-learning courses on transversal competences, i.e. literacy, numeracy and problem solving in technology-rich environments, in four languages (English, Italian, Norwegian, Portuguese). LIBE courses are composed of 32 Multimedia Presentations and 125 Learning Objects.
This e-booklet presents the learning goals, the structure, the pedagogical approach and the assessment tools designed to rebuild transversal skills with ICT. Its aim is to offer, to teachers, educators, and professionals working with low achievers, the highlights from the work carried out in LIBE project in order to facilitate the integration process into society and labour market of young adults in Europe.

Download here the LIBE-eBooklet











“Ask any political commentator about the economic problems facing the nation, and chances are they’ll talk about employment.

Lots of people still are out of work, lots more can only find part-time jobs, and the soft labor market is preventing wages from rising. Ask what to do about it, and you’ll get many different answers. Offer more job training. Repeal Obamacare. Fund road and bridge projects that create construction jobs. Here’s one you won’t hear: Teach philosophy and art appreciation, so that people whose working hours are cut can use the time to cultivate their human potential. A hundred years ago, though, that was something that looked to a lot of people like a viable solution to falling employment.

Back in the early decades of the 20th century, industrialization and the work of labor unions pushed working hours down fast. By the 1930s, we’d gone from the 12-hour days and six-day weeks common in 19th-century factories to an average 35-hour workweek.”

Full article:


Study: Online community college courses found to be ineffective










Online courses offer flexibility, a self-paced schedule and the added bonus of not requiring a physical classroom.

But a UC Davis study – authored by Cassandra M. D. Hart, Elizabeth Friedmann and Michael Hill — presented in April at the American Educational Research Association found online courses at community colleges have been less successful than courses taught face-to-face.

“People coast on the knowledge that they can access courses at any time,” said Cassandra Hart, assistant professor at the University of California-Davis (UC Davis).



OECD Skills Outlook 2015














Young people around the world are struggling to enter the labour market. In some OECD countries, one in four 16-29 year-olds is neither employed nor in education or training. The OECD Skills Outlook 2015 shows how improving the employability of youth requires a comprehensive approach. While education , social, and labour market policies have key roles to play, co-ordination between public policies and the private sector is also crucial. The publication, which builds on the results of the 2012 Survey of Adult Skills (PIAAC) presented in the first edition of the Skills Outlook, also presents examples of successful policies in selected countries.